Transcript ISC powerpoint slides - Headmasters' and Headmistresses

Leading
Independent
Schools
Teaching Schools
9 July 2013
Welcome
Deborah Bailey
Independent Schools Associate
General Housekeeping
1.
No fire alarm test planned today so if the alarm sounds it is a sign
to exit the building.
2.
Toilets are located in the Central and West Atrium. Disabled toilets
in the West only.
3.
For security purposes we request all delegates wear a badge
whilst on site.
Programme
11am
Welcome
Deborah Leek-Bailey, Independent School Associate, NCTL
11.10am
How Teaching Schools are leading the system
Dr John Stephens, Director, School Improvement and Teaching Schools, NCTL
12.10pm
Building partnerships and capacity
Mark Ronan, Headteacher, Pocklington School
1pm
Lunch
1.50pm
The benefits of school to school support
Dr Anthony Seldon, Master, Wellington College
2.25pm
Teaching schools: raising aspirations and attainment through collaboration
Sarah Evans, Principal, King Edward VI High School for Girls
2.45pm
Nuts and bolts of applying
Sarah Goff, Senior Manager, Designations, NCTL
3.15pm
Plenary Q&A panel
3.30pm
Close
How Teaching
Schools are leading
the system
Dr John Stephens
Director, School Improvement
and Teaching Schools
NCTL
Statement from the Secretary of State
The teaching schools initiative plays a key role in the government’s plans for a school
led system, with schools freed from the constraints of central Government direction and
teachers and schools placed firmly at the heart of school improvement.
I am committed to supporting this country’s education system to become an
autonomous one, where the best schools lead the way in teaching teachers and where
schools work together in partnership - supporting one another to provide an outstanding
education for all.
That is precisely why I am eager for independent schools to become leaders of teaching
schools. I am delighted that the National College for Teaching and Leadership are
hosting an event on 9th July 2013 for leading independent schools interested in finding
out more about becoming teaching schools.
I believe strongly that every child should have an education of the highest quality and I
urge all independent schools to get involved, to apply for teaching school designation,
and to become key players in leading this country’s school system now and in the
future.
Rt Hon Michael Gove MP
The big picture
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•
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Key drivers: autonomy, collaboration,
freedom, diversity, self-improvement,
accountability – an increasingly school-led
system
The challenges: building capacity,
confidence and trust
The goal: that elements of a devolved
system are held in balance so that …
1. Autonomy doesn’t become isolation
2. Diversity doesn’t act as a barrier to
collaboration
3. Accountability doesn’t become regulation
System leadership
System leaders care about, and work for, the success of all
children, not just those in their own school
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•
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Some system leadership roles are undertaken by those with formal
designations that are identified against strict criteria such as SLEs,
LLEs, NLEs, Heads of TSs and NLGs
Other key system leadership roles include CEOs of academy chains,
principals of academies which act as sponsors and other important
system roles such as chairs of headteacher networks
In addition to working beyond their own institutions system leaders
often help shape national thinking, policy and practice
System leadership opportunities need to be considered in a nonhierarchical manner, and will depend on an individual leader’s
circumstances as well as that of their school
Designated teaching schools
Following our third cohort there are now 360 designated teaching
schools representing 300 alliances:
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164 Primary/Early Years (45%)
3 Middle (1%)
149 Secondary (41%)
40 Special (11%)
3 Independent (1%)
4 post 16 (1%)
Cohort 3
•
•
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153 teaching schools representing 124 teaching
school alliances (further 8 deferred)
The majority of applicants applied, and were
designated, as a single teaching school alliance.
The number of designated teaching schools
representing the Early Years and Primary phase
has almost doubled rising from 84 schools to 164
(45% of designated teaching schools)
National coverage has increased by 16% to 89%,
with 136 of the 152 Local Authority areas now
have a designated Teaching School
Who can be a Teaching School?
Designation is open to…
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•
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any phase of school: nursery, primary,
middle, secondary, 6th form/college,
special or pupil referral unit / short stay
school
any type of school including
independent, academy, federated, faith
school, free school, studio school,
university technical college (UTC)
grammar school or school leading a
chain
smaller schools, such as smaller special
or primary schools, as the model
enables more than one school to share
the designated role of leading a
teaching schools alliance
Who can be a Teaching School?
Designation criteria … a high bar …
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•
•
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a clear track-record of successful collaboration with other schools
Ofsted outstanding/ISI equivalent for overall effectiveness, teaching
and learning and leadership and management
consistently high levels of pupil performance or continued
improvement
an outstanding, experienced headteacher and outstanding senior
and middle leaders with capacity to support others.
Role of Teaching Schools
•
As well as offering training and support for their alliance
themselves, teaching schools will identify and co-ordinate
expertise from their alliance, using the best leaders and
teachers to:
1 lead the development of a school-led ITT system, through
School Direct and in some cases by seeking full
accreditation as an ITT provider
2 lead peer-to-peer professional and leadership development
3 identify and develop leadership potential
4 provide support for other schools
5 designate and broker Specialist Leaders
of Education (SLEs)
6 engage in research and development
Professional continuum
 Teacher
Continuing
Snr Leadership
training
professional
development
development
LEADERSHIP DEVELOPMENT
Teaching Schools and ITT
“… over the next five to ten years we expect that, rather than
Government managing much of the ITT system centrally, schools
should increasingly take on this responsibility. This does not mean
that universities would not be involved: far from it. Groups of schools,
often led by the new Teaching Schools, might lead ITT partnerships
and draw on support from universities and other providers.”
Training our next generation of outstanding teachers
(June 2011)
Teaching Schools and ITT
“… we expect Teaching Schools to take a particularly structured
and proactive role in leading, managing and taking responsibility
for a school-led ITT system.
“… Over the next 2 years we expect that the expansion of School
Direct will be led by Teaching Schools, with the aim that by 2015
each Teaching School Alliances would be training 50, 60 or more
teachers a year.”
Charlie Taylor to Teaching Schools
(April 2013)
School Direct
•
Schools, or groups of schools, bid for School Direct places
(mainly Teaching Schools in the first year).
•
Schools:
•
select the trainees they want;
•
choose an accredited provider to work with to award QTS;
•
negotiate the training programme with the provider;
•
are expected to employ the trainee after qualifying.
School Direct 2013-14
•
850 lead schools (6000 schools) asked for 9600 places
• Over one in three School Direct places held by Teaching
School alliances
•
Healthy numbers of applicants from high quality graduates
•
Accepted places..?
Accreditation
• Increasing numbers – examples on the ITT section of the
online community
• Monthly meetings for “potential new providers”
• Details at [email protected]
• Support with preparing applications and business cases
CPD / leadership development
•
Programmes
•
1. The NCTL leadership curriculum includes a range of programmes at
different levels that can be flexibly combined by leaders
2. The Outstanding Facilitator programme (OFP) which trains leaders to
deliver teaching and learning programmes such as the Improving and
Outstanding Teacher programme (ITP and OTP)
Licensing
1. Licenses awarded in 2012 for a period of 4 years
2. Licensees required to grow their partnerships, involving more schools and
more school leaders year on year – so opportunities for all teaching
schools to be involved (some further process will be required for lead
licensees)
•
Opportunity to develop bespoke programmes within the alliance and to
work closely with Licensees
National College Licence
distribution
Lead schools (levels 1-3)
(36 schools for 33 licensees)
Teaching Schools connections
•
•
•
94% of licensees have at least one
teaching school within their
partnership.
75% of licensee lead schools are
teaching schools.
54% of currently designated teaching
schools are in partnership with a
licensee either as a lead school,
partner or NPQH placement school.
Supply of leaders
There is still a significant challenge to secure enough headteachers - particularly for
primary, small rural, faith and special schools. Alliances have a crucial role to play.
Teaching Schools will:
• Audit and understand the future leadership needs of their alliance
• Systematically identify those with the highest potential for senior school
leadership/ headship
• Provide talent development opportunities across the alliance that are specifically
designed to move these people to next stage promotion
• Increasingly work beyond the alliance to meet the strategic needs of the local
system (working with other partners such as LAs, diocese and other non
teaching schools/ academy groups as appropriate)
Support:
• Resources in the online community, data support and support from your
associates
School to school support
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Comes in many forms
Combination of NLE, LLE, SLE and
other teacher support as required
Schools benefiting include those in
SM, SW, “coasting” and those
lacking in leadership
capacity/specific expertise
Operates on a continuum – from
relatively light touch to federation,
trust, chain, academy sponsorship
arrangements – as appropriate
Funded through various
sources/contracts inc LA, DfE,
school
Focus always on impact on
standards
Specialist Leaders of Education

Relatively new designation acknowledging the
important role of middle and senior leaders in
supporting their peers

Excellent professionals in leadership positions
below the headteacher, with the capacity,
capability and commitment to work beyond their
own school

Outstanding in a particular area, for example: a
subject specialism; inclusion; ITT mentoring;
performance management; behaviour; school
business management

Have the track-record and skills to work in this
way

Designated and brokered by teaching schools,
but may be from any school
Research and development
Research and development network
• Enabling Teaching School alliances to engage in research and
development activities, both working with their individual HEI partners
and working in regional and national networks
•
Providing opportunities for training, sharing expertise and wider
dissemination of ‘what works’
•
R&D advisory group
•
Online R&D community
Research and development (2)
Key research initiatives
• These initiatives provide opportunities to work alongside
commissioned research teams.
• 3 themes on pedagogy
• What makes great pedagogy?
• What makes great professional development which leads to consistently
great pedagogy?
• How can leaders lead successful teaching school alliances which enable the
development of consistently great pedagogy?
• Expression of interest for cohort 3 opens in May.
• Successful applicants will receive a grant.
Research and development (3)
New initiative – Closing the gap: test and learn scheme
• 2 year project.
• Open now for cohort 3 TS to join.
• Funding available for all alliances that opt in.
Business planning
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Clear purpose and vision
Importance of SMART planning
Need for well-defined partnership
Clear leadership and accountability
Transparent governance
Strong communications and
relationships
Focus on building capacity
Big risks if you get this wrong!
Working with, not doing to….
Teaching School and its alliance schools
TS
The teaching school designates SLEs from the alliance
TS
Some alliance schools are strategic partners that take responsibility
for some delivery
SP
TS
SP
SP
All teaching schools will also have a university partner as a
strategic partner
HEI
SP
TS
SP
SP
There can be more than one teaching school in an alliance
HEI
TS
TS
SP
SP
SP
A number of teaching school alliances decide to work together form a
network to share services and knowledge
HEI
HEI
TS
SP
TS
SP
SP
TS
SP
SP
SP
HEI
SP
LA SP
TS
SP
SP
This is in the context of other system-wide support and collaboration
LLE
Independent/state
school partnership
NLE
Associate
SP
HEI
Chain of Academies
TS
SP
TS
SP
SP
TS
Diocese
SP
SP
SBM cluster
HEI
LA
SLE outside alliance
14-19 consortia
SP
TS
SP
SP
Associate
Federation
NLE
Associate
LLE
Working in partnership
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The model is flexible and teaching schools will be able to
choose strategic partners such as other schools and
universities to support the alliance.
They may also decide to join with other teaching schools to
form a network of teaching school alliances
Win-win for all is essential
Need to take the time to build trust
Not about empire-building and
needs to be seen as such
It will take time …
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This isn’t easy - no gain without
pain
We need to remember our role
is to enable not to lead or
control – ‘work with not do to’
Alliances will need to be
resilient and build trust over
time
Teaching schools and strategic
partners need to build
leadership capacity
Need to remember why we all
are doing this
Sustainable growth essential
Stage 3
Denial of risk
and peril
Stage 4
Grasping
for
salvation
Stage 2
Undisciplined
pursuit of
more
Stage 5
Capitulation to
irrelevance or
death
Stage 1
Hubris
born of
success
Source: How the mighty fall: and why some companies never give in, Collins, 2009
40
Quality assurance and KPIs
National KPIs
1. Pupil attainment
3. Peer review moderated
externally
(Year 3 only)
1. Start-up / annual meeting
with NC and TDA
Annual collaborative fund
monitoring
2. Peer review of TS alliance
Full core funding released
Mid-year collaborative fund
monitoring
(If total exceeds £100k)
Alliance success criteria
Based on local priorities and national KPIs
2. Ofsted grades for:
•
Overall
effectiveness
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Teaching
•
Leadership
3. No. of trainees
trained
4. Headship vacancy
levels
5. Numbers of schools
in alliances
6. SLEs designated,
trained
Review of designation
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A role and not a reward
Expectation that teaching schools engage
annually in review
College also looks at school performance, Ofsted
data and status of the headteacher
All teaching schools reviewed in year 4 - those
demonstrating positive impact within their alliance
will be re-designated
The brand must remain strong and credible teaching schools can be reviewed at any time of
they no longer meet eligibility criteria
However, the intention is to retain designation
where there is capacity, progress and clear
evidence of quality…
The role of Associates / PDLs
•Supportive
•Enabling
•Responsive
•Critical friend
•Networks and connections
The role of the associate
1. provide support and challenge to
each teaching school alliance as it
develops its action and business
plan
2. broker links with other alliances to
form teaching school networks
3. Possibly help to facilitate quality
assurance by peers of each
alliance’s work
4. link teaching schools with other
College colleagues
But all on top of the day job…
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Ofsted/reputational pressures
League tables and exam performance
Parent issues
Safeguarding/compliance
Developing the business
Impact
 2 versions of ‘Green
Shoots’
 Remarkable stories of
success over short
periods of time
 Characterised by
values, ingenuity…and
absolute commitment
to collaborative
improvement
Strength in alliance, partnerships and
collaboration
Building partnerships
and capacity
Mark Ronan
Headteacher
Pocklington School
Building Partnerships
and Capacity
Building Partnerships and Capacity
 Partnerships: MLDP and OFP
 What did schools and staff across the sectors share in
common?
 What were the main lessons learnt from the experience of
partnership?
 Partnerships beyond the school gates
Middle Leader Development
Programme
 2 Pocklington School Facilitators
 2 Cohorts and 2nd Cohort:
Maintained sector:
- 3 Secondary schools with 7 participants
- 1 Primary school with 1 participant
Independent sector
- 3 Secondary schools with 7 participants
Coaching Programme:
Outstanding Facilitators Programme
 Delivered by Third wave
 9 Pocklington School Foundation Teachers
(6 Secondary and 3 Primary)
3 Withernsea High School Teachers
 Benefits: Learning trios; Staff led Inset
 Still looking for: coaching programme
What did schools and staff across the
sectors share in common?
 A commitment to children, and what we hope to do for the
children in our care
 A belief that similarities between children in different types of
schools are far greater than the differences between them
 Expertise, for example in Continuing Professional Development
What were the main lessons learnt from
the experience of partnership?
 Recognise and make the most of the existing informal networks
 Building relationships and trust is important, but we must
recognise that partnership needs to go beyond personal
relationships if it is to be embedded/sustainable
 Partnership activity can encourage and enriches pupils and
staff in both sectors to be aspirational
What were the main lessons learnt from the
experience of partnership? Continued….
 Partnership encourages debate
 Collaboration challenges stereotypes on all sides
 Recognise and acknowledge differences,
and then move on
 Partnership only works if all schools involved bring something
to and take something from the table
Conclusion I
 Focus on what matters most - the children, and we must
capitalise on their desire to learn.
 We have to be committed to increasing opportunities for all
children.
Partnerships beyond the school gates:
A work in progress
Conclusion II
Great schools rarely go it alone. The most
successful schools...are not isolated and
separate...but actively encourage and
embrace interaction with others...All the
research over the last few years is very
clear that schools which take on a greater
role outside their own direct community
usually benefit significantly themselves by
bringing back learning to their own
school’
Buck A (2013) What Makes a Great School London : United Learning
Lunch
The benefits of school
to school support
Dr Anthony Seldon
Master
Wellington College
1
Teaching Schools:
raising aspirations
and attainment
through collaboration
Sarah Evans
Principal
King Edward VI High School
for Girls
Interview Video
Nuts and bolts of
applying
Teaching Schools
Cohort 4
Sarah Goff
Senior Manager, Designations
NCTL
Eligibility criteria
Headteacher/CEO/Principal
• Be judged to be an outstanding serving headteacher with at
least 3 years headship experience (at point of designation) and
expect to remain at current school for at least 2 years following
designation
• Be accountable for 1 or more schools which meet the teaching
school criteria
• Have the full support from the school’s Governing Body/Board
and DCS/Senior Educational Professional
Eligibility criteria
School/Academy
•
•
•
•
Have a clear track record of long-standing collaborative relationships with a significant
number of partner schools (including or show a commitment to collaborating with
maintained schools)
Judged excellent by ISI for:
• The quality of the pupils’ achievements
• Their learning, attitudes and skills
• The contribution of teaching
• The quality of leadership and management
Show consistently high levels of pupil performance and progress or continued
improvement over the last 3 years and be above current floor standards (as
evidenced in published Department for Education data)
The proposed teaching school has outstanding senior and middle leaders who have
demonstrated that they have a strong track record and on-going capacity to:
• Make a significant and high quality contribution to the training of teachers
(ITT)
• Provide highly effective professional development for teaching and/or
leadership
• Provide significant and successful support to under-performing schools within
a school to school support partnership, federation or chain (including or show
a commitment to supporting maintained schools)
Application Route 1:
1. Single Teaching School Alliance: one teaching school leading one
teaching school alliance
• A single school will need to meet all of the eligibility criteria
• If the proposed teaching school is a small* or special school, a
named strategic partner can be used to further substantiate
evidence of track record for one of the areas ITT, CPD or
School to School support.
*250 pupils or less
Single TSA
Application Route 2:
2. Job-share Teaching School Alliance: two small*/special teaching
schools leading one teaching school alliance
• Only open to small* or special schools who:
• each independently meet the ISI, performance and
headship criteria and,
• jointly meet all of the eligibility criteria for ITT, CPD and
school to school support and,
• are applying to form once alliance
*250 pupils or less
Job-Share TSA
Application Route 3:
3. Multiple Teaching School Alliance: two or more designated teaching schools
leading one teaching school alliance
•
Two or more schools each meet all of the eligibility criteria independently
but wish to work as one teaching school alliance
•
Two or more schools each meet the ISI, performance and headship
eligibility criteria independently, but one of the schools is a small*/special
school so this school is using a named strategic partner to further
bolster the evidence of their track record and capacity in one of the 3
strands (ITT, CPD and School to school support). (NB the small/special
school will need to fully meet the criteria for two of the three strands and
the non small/special school will need to meet all of the eligibility criteria
in its own right)
If two or more schools apply through this route and only one school is
designated the other school can remain a strategic partner
*250 pupils or less
Multiple TSA
Application Routes:
• You can also apply to join an existing teaching school alliance. If you
choose this route, applicants will need to apply as a single teaching
school and will have the opportunity to provide details of the alliance
they wish to join
• If you wish to apply but do not see a way forward through the routes
outlined, please contact us at
[email protected]
Application Form:
The application form will be split into three parts:
•
Part A is online and asks for information about the headteacher, school, your
strategic partners who will support delivery and referee details. Part A is to be
completed by each individual teaching school applicant.
•
Part B is a downloadable word file containing questions about the school’s track
record in delivering ITT, CPD and school to school support. In this section we are
looking for information on the scale, scope and impact of delivery. You are
required to upload this part of the application to Part A of the online form. Part B
is to be completed using the applicant teaching schools track record only, unless
they are small/special schools*.
•
Part C is a downloadable word file in which you will outline your alliance’s plans
for delivering the six core areas of the teaching school’s role known as the ‘big
6’. You are required to also upload this part of the application to Part A of the
online form. Part C can be completed on behalf of all schools within the
proposed alliance.
*Please see the application guidance for further information.
Application weighting:
Your application is scored out of a possible 175 marks, broken down as follows:
Part B
Part C
Track Record
Plans for Delivery
Strand
ITT
Score out of
35
CPD
35
STSS
ITT
CPD
StSS
Splanning
R&D
10
10
10
10
10
35
70
20%
20%
Weighting
20%
40%
60%
A team of senior educational professionals mark each section of the
application form using a pre-defined scoring matrix
SLE QA
10
10
Tips for completion:
• Commence completion of your application prior to the round opening in
September. Parts B and C can be requested, please contact us.
• Answers relating to the ‘track record’ of your school should focus on the
scale, scope and impact of your work.
• Only include evidence relating to the question - your application will be
split and sent to separate teams of expert assessors.
• Answers relating to your ‘plans for delivery’ should evidence your
knowledge of your locality and how you intend to meet the needs of
the schools included in your alliance.
• Use the information provided on our website and application guidance
The assessment process…
1
2
3
• Desktop Sift
• Expert Assessment
• School Assessment Visits
The assessment process…
4
5
6
• Final Designation Panel
• Secretary of State sign off
• Final decisions communicated
(end of March 2014)
Prioritisation:
• As this is the last planned application cohort, applications will be
prioritised taking into account the following factors:
• Geographic coverage and representation of rural and urban
contexts
• The representation of different types and phases of school
• The need to reflect the broad socio-economic mix of schools
nationally measured by receipt of pupil premium/free school
meals
NB: you may still be designated if your application meets all areas
of the eligibility criteria, however does not meet any of the above
factors. This will depend on the total number of applications
received.
Key dates:
• Eligibility criteria and application guidance available now
• Application parts B&C available sent to you 9 July
• Application round open 13 September
• Application round closes 18 October
• Reference deadline 25 October
• School visits to take place 2 December 2013 – 14 February 2014
• Final Assessment Panel – Early March 2014 (TBC)
• Applicants to be notified via email by 31 March 2014
• Induction event April 2014 (TBC)
Plenary
Q&A Panel
Thank You
The Teaching Schools application round opens on
13 September 2013 and closes on 18 October 2013.
This is the final application round currently planned.
We welcome your feedback – please complete the feedback
questionnaire (in your pack) and hand in before you leave.
Safe journey home